Media, Information & Technology Literacies – Comprehensive Study Notes

21st-Century Literacy: Context & Evolution

  • Prior to the information and digital age, literacy = ability to read and write only.
  • UNESCO modern definition: ability to identify, understand, interpret, create, communicate, and compute using printed & written materials across varying contexts.
  • 21st-century expansion:
    • Covers visual, audible, and digital materials.
    • Must be applied across disciplines and in any context (social, economic, political, cultural).
    • Requires new literacies that integrate media, information, and technology skills.

Key Definitions (Condensed)

  • Literacy (UNESCO): competence to process information in multiple formats.
  • Media Literacy: ability to access, analyze, evaluate, and create media in various forms for self-expression & democratic participation.
  • Information Literacy: ability to recognize an information need, then locate, evaluate, communicate, and ethically use information.
  • Technology (Digital) Literacy: ability to use, understand, manage, and assess technology/networks to reproduce & manipulate data.
  • Media & Information Literacy (MIL): integrated set of competencies that empower citizens to access – retrieve – understand – evaluate – use – create – share information & media content critically, ethically, and effectively.

Media Literacy

  • Core understanding: media messages are constructed and use their own creative languages & rules.
  • Primary functions in democratic societies:
    • Explain role & function of media.
    • Show conditions enabling media to fulfill societal roles.
    • Encourage critical engagement & self-expression.
  • UNESCO Teacher Curriculum Skills:
    • Understand media role.
    • Assess conditions for media performance.
    • Critically evaluate content.
    • Review ICT skills for producing user-generated content.
  • Center for Media Literacy – 5 Key Questions:
    1. Who created the message?
    2. Which creative techniques attract attention?
    3. How might others interpret this message differently?
    4. What values / points-of-view are represented or omitted?
    5. Why is the message being sent?
  • Corresponding Core Concepts:
    • Construction, creative language, differential reception, embedded values, profit/power motives.
  • Analytical Approaches:
    • Textual analysis (content & language).
    • Medium analysis (form & technology).
    • Institutional analysis (industry structures, ownership).
    • Audience analysis (reception & effects).

Information Literacy

  • Definition highlights four verbs: recognize, locate, evaluate, use.
  • Typical Sources:
    • Popular publications (news, blogs, manuals, flyers).
    • Scholarly publications (peer-reviewed journals, theses).
    • Trade publications (industry-specific magazines).
  • Formats & Storage:
    • Print (books, newspapers).
    • Digital (e-books, databases, cloud files).
    • Audio/Video (recordings, broadcasts).
    • Microforms (miniaturized film strips for archives).
  • UNESCO Elements (Six-Step Cycle):
    1. Define & articulate info need.
    2. Locate/access information.
    3. Assess information reliability.
    4. Organize information.
    5. Make ethical use of info.
    6. Employ ICT for processing & communicating.
  • Analytical Approach:
    • Focus on critical textual assessment; less on audience/effects compared with media literacy.

Technology / Digital Literacy

  • Expanded definition (Jones & Flannigan, 2006): ability to work effectively in a digital environment, interpret media, reproduce data/images via digital manipulation, evaluate & apply new knowledge.
  • JISC (UK) Element Cluster:
    • Media Literacy – critical reading/production across media.
    • Communications & Collaborations – participation in digital networks.
    • Career & Identity Management – managing digital reputation.
    • ICT Literacy – adopt/adapt digital devices & apps.
    • Learning Skills – study effectively in tech-rich settings.
    • Digital Scholarship – engage in research practices using digital systems.
    • Information Literacy – find/evaluate/manage information (bridge with earlier section).
  • Analytical Approach:
    • Examines technology systems & infrastructures, plus audience use & effects.

Comparative Matrix: Similarities & Differences

  • Objectives (Lee & So, 2013):
    • All three literacies train people to access, understand, evaluate, communicate, and create messages/information.
    • Media & Information literacies stress ethical use of information;
    • Technology literacy stresses ethical use of technology.
  • Targets of Study:
    • Media Literacy → mass media messages, ICTs, multimedia.
    • Information Literacy → peer-reviewed sources, ICTs, multimedia.
    • Technology Literacy → multimedia, tech networks/infrastructures, ICTs.
  • Subject-Area Focus:
    • Media → critical analysis of media products.
    • Information → research skills for locating & verifying documents.
    • Technology → use & understanding of tools/systems for information processing.
  • Analytical Approaches:
    • Media → textual, medium, institutional, audience.
    • Information → textual/critical document analysis only.
    • Technology → systems analysis + audience/effects.

Integrated Media & Information Literacy (MIL)

  • UNESCO definition: competencies enabling citizens to participate & engage in personal, professional, societal activities.
  • 5-Step User Cycle:
    • Access – locate & retrieve needed media/information.
    • Analyze – interpret meaning & relevance.
    • Evaluate – recognize authorship, motives, bias.
    • Create – produce and share responsible content.
    • Act – apply information ethically; seek additional credible sources.
  • Real-world importance: empowers democratic participation, informed decision-making, ethical digital citizenship.

Sample Assessment Items (Illustrative)

  • Modified True/False:
    1. Pre-digital literacy limited to reading/writing (True).
    2. Literacy must consider varying contexts (True). → Option C.
    • Media have embedded values/lifestyles → statement True.
    • Digital literacy more concerned with research skills vs. media literacy → False (applies to Information literacy).
  • MCQ: NOT an element of Technology Literacy → “Communication information”. Correct answer: C if option list matches transcript (Media Literacy actually IS an element, so clarify based on given list).

Ethical, Philosophical, & Practical Implications

  • Ethical use of information & technology is central; users must respect copyrights, privacy, and data security.
  • Philosophically, literacies empower critical autonomy vs. passive consumption.
  • Practical outcomes: improved academic research, responsible social-media posting, employability in tech-rich workplaces, enhanced civic engagement.

Connections & Real-World Relevance

  • Builds on traditional literacy foundations; extensions vital for navigating misinformation, algorithmic feeds, & digital participation.
  • Cross-disciplinary utility: from STEM data analysis to humanities media critique.
  • Supports Sustainable Development Goal 4 (Quality Education) & SDG 16 (Peace, Justice & Strong Institutions) by fostering informed, engaged citizens.

Quick Reference Equations / Mnemonics

  • MIL Competency Chain: A^2E^2C → Access, Analyze, Evaluate, Create, Act.
  • Information Literacy 6-Step: D \rightarrow L \rightarrow A \rightarrow O \rightarrow E \rightarrow C (Define, Locate, Assess, Organize, Ethical-use, Communicate).

Study Tips

  • Practice deconstructing actual news articles using the 5 key media questions.
  • Conduct a mini research task: track information need → locate scholarly article → evaluate credibility → cite ethically.
  • Explore a new digital tool (e.g., data-visualization platform) & reflect on Technology Literacy elements you engaged.